Educational design and innovative pedagogies for open and online teaching and learning

Educational design and innovative pedagogies for open and online teaching and learning

Patrick McAndrew

Institute of Educational Technology

Innovating Pedagogy Exploring new forms of teaching, learning and assessment, to guide educators and policy makers

Institute of Educational Technologyiet.open.ac.uk

CC-BY-NC-SA http://www.flickr.com/photos/57340921@N03/7527822002/

Catwalk to ready to wearAdams, A., FitzGerald, E., and Priestnall, G. (to appear) Of Catwalk Technologies and Boundary Creatures. Transactions on Computer-Human Interaction

CC-BY-NC http://www.flickr.com/photos/thestylepa/6157909577/

The Open University is open to people, places, methods and ideas.

Open University Supported Open Learning

“Walter Perry, told his new staff … to design the teaching system to suit an individual working in a lighthouse off the coast of Scotland.”

Sir John Daniels

Lighthouse keeper

http://creativecommons.org/licenses/by-nc-sa/2.0/

Heidigoseek http://www.flickr.com/photos/75396048@N00/188730566

Everything in the box?

Bridge 2 Success

eBooks

Wikipedia

Open Educational Resources

Open Access Journals

Google

YouTube

Title : Deal Or No DealSource : http://www.flickr.com/photos/thunderchild5/533038405 license : http://creativecommons.org/licenses/by/2.0/deed.en_GB

…

–Media• Impresses

• Motivates

• But may be skipped

Material-based learning

Bridge 2 Success

–Texts• Talk to the learner• Sets out tasks

• Gets the highest rating

• Can steer the learning process

• Design for feedback and for feedforward

• Formative assessment makes interactivity

• Offer achievements along the way

Assessment tasks

Retaining students (learners)

Get students past the first assessment

Give less experienced students goals linked to life

Be flexible (but not too flexible!)

Life gets in the way

Optional activities cannot be expected to happen

Bounce users

Volunteer students

Social learners

Human element

• Human in the loop can make it all work!

• Support and Feedback• Some learners do not

need all we give them

Equivalency Theory

1. “Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience.

2. “High levels of more than one of these three modes will likely provide a more satisfying educational experience, although these experiences may not be as cost- or time effective as less interactive learning sequences.”

Terry Anderson (2003)http://equivalencytheorem.info

Balancing support

Miyazoe & Anderson (2013)http://jime.open.ac.uk/2013/09

Activity Hexagon

Content

Crowd

Tasks

Teacher

Learner

Community

• Concept–What will learners do?

–How does assessment work?

–What feedback do they get?

–What are the expected exit points?

• Practical–How does the social and support side operate?

–Is it Accessible?

–Do you have the right content and media?

Designing for open

http://www.open.ac.uk/blogs/OULDI/

Innovating Pedagogy Exploring new forms of teaching, learning and assessment, to guide educators and policy makers

Gartner hype cycle

http://en.wikipedia.org/wiki/File:Gartner_Hype_Cycle.svg Image Jeremykemp at en.wikipedia. CC-BY-SA-3.0,2.5,2.0,1.0

Distinguish hype from reality

MOOCs

http://en.m.wikipedia.org/wiki/File:Figure_1_MOOCs_and_Open_Education_Timeline_p6.jpg

Creative Commons Attribution 3.0 Unported license.

Distinguish hype from reality

Connectivist learningConnectivist learning

Instructivist learningInstructivist learning

Social learningSocial learning

Open learningOpen learning

The Open University's Institute of Educational Technology

Innovating Pedagogy 2012

1. New pedagogy for e-booksInnovative ways of teaching and learning with next-generation e-books

1. Publisher-led short coursesPublishers producing commercial short courses for leisure and professional development

1. Assessment for learningAssessment that supports the learning process through diagnostic feedback

1. Badges to accredit learningOpen framework for gaining recognition of skills and achievements

1. MOOCsMassive open online courses

1. Rebirth of academic publishingNew forms of open scholarly publishing

1. Seamless learningConnecting learning across settings, technologies, and activities

1. Learning analyticsData-driven analysis of learning activities and environments

1. Personal Inquiry learningLearning through collaborative inquiry and active investigation

1. Rhizomatic learningKnowledge constructed by self-aware communities adapting to environmental conditions

“ the innovationsare not independent,but fit together into anew and disruptiveform of education thattranscends boundaries”

Innovating Pedagogy 2012Weak signals

Innovating Pedagogy 2013

1. MOOCsMassive Open Online Courses

1. Badges to accredit learningOpen framework for gaining recognition of skills and achievement

1. Learning analyticsData-driven analysis of learning activities and environment

1. Seamless learningConnecting learning across settings, technologies and activities

1. Crowd learningHarnessing the local knowledge of many people

1. Digital scholarshipScholarly practice through networked technologies

1. Geo-learningLearning in an about locations

1. Learning from gamingExploiting the power of digital games for learning

1. Maker cultureLearning by making

1. Citizen inquiryFusing inquiry-based learning and citizen activism

“the innovations described in this report are not technologies looking for an application in formal education. They are new ways of teaching, learning and assessment. If they are to succeed, they need to complement formal education, rather than trying to replace it”


MOOCs

Gaming

Citizen InquiryAnalytics

Crowd learning

Digital Scholarship

Geo-learning

Badges

Seamless learning

Maker culture

Themes and groups

MOOCs, Badges and Analytics

MOOCs

“… ways need to be found to support less experienced students and those lacking confidence.

Pedagogies that could benefit such learners are missing from much of the first wave of massive courses. These pedagogies include materials designed to provide an integrated learning experience, feedback that is customised to meet learner needs, and direct mentoring of learners in difficulties. Some of these are hard to supply in a cost-free model. Social learning and peer support may provide alternative ways of generating some of the feedback that is needed.”

Weak signals

olnet.org

Koller, Daphne, Ng, Andrew, Do, Chuong and Chen, Zhenghao (2013) “Retention and Intention in Massive Open Online Courses: In Depth,” Educause Review: http://www.educause.edu/ero/article/retention-and-intention-massive-open-online-courses-depth-0.

oerresearchub.org

http://oerresearch.org

“in the USA, the STEMscopes online science curriculum is currently producing visualisations that reflect the activity of 50,000 teachers and over a million students. Work on the project so far has underlined the importance of understanding context, and of involving teachers in the process of developing and deploying analytics.”

“The potential is emerging for a virtuous circle, where inquiry into the learning process feeds into learning design, which motivates learning analytics, which motivate future inquiry and thus the refinement of the design and analytics.”

Learning analyticsWeak signals

Visualisation of student data from inBloom:

http://intentionalfutures.com/inBloomdemo

Sleep TimeImage Patrick McAndrew CC-BY

Citizen, Crowd and Seamless

“Seamless learning [is] connecting learning experiences across locations, times, technologies or social settings. Mobile technologies are enabling learning to continue across contexts, so a piece of work started in the classroom can be continued at home; and ideas that occur on the move can be shared with colleagues online, then followed up in person.”

Seamless learning Weak signals

“How, then, do we create ‘teachable moments’ from this technology-supported flow of experience”

“There are ethical and social issues concerning which experiences should be shared and whether we should move towards a world where we record the entire flow of experience”

http://en.wikipedia.org/wiki/File:A_Google_Glass_wearer.jpgImage CC-BY 2.0.

Crowd learning“Crowd learning involves harnessing the knowledge and expertise of many people in order to answer questions or address immediate problems … anybody can be a teacher or source of knowledge, learning occurs flexibly and sporadically, can be driven by chance or specific goals, and always has direct contextual relevance to the learner. It places responsibility on individual learners to find a path through sources of knowledge and to manage the objectives of their learning.”

Weak signals

https://play.google.com/store/apps/deta

ils?id=uk.ac.open.ispot

http://www.ispot.org.uk

Maker, Geo and Gaming

Geo learning“Location-based technology… can provide ‘touch points’ that link the physical to the digital.…

Situated cognition suggests that knowledge is situated within physical, social and cultural contexts and cannot be separated from these. … Learners may also be overwhelmed by a wealth of digital information that is not presented appropriately, resulting in cognitive overload. Social issues include intruding on a person’s privacy by knowing their location or tracking their movements.

… We expect blended spaces to become more pervasive, especially given current worldwide investment in ‘smart cities’.”

Weak signals

The Zapp application identifying a distant landmark. Photograph by Mike Sharples,

CC-BY 2.0.

Out There In Here

• Live collaboration between students on field trip and in technology-enhanced room

• Sharing and commenting on field data at a distance

Anne Adams, IET

Maker culture“the emerging ‘maker culture’ emphasises informal, networked, peer-led, and shared learning motivated by fun and self-fulfilment. … Affordable 3D printers and online sharing of designs have encouraged the creation of custom-made components, models and jewellery; the latter hinting at more recent interest not only from STEM educators but also from the arts.

Maker culture offers an example of self-organised social learning that has been widely taken up across the world, and can offer principles that might be put into practice not only in formal learning contexts but also in informal learning environments …”

Weak signals

http://www.flickr.com/photos/creative_tools/8121256525CC-BY

Exploring how wavelength affects pitch with a home-made theremin at

Electromagnetic Field, a hacker camp/maker fayre in the UK.

Photograph by Mark Gaved, CC-BY 2.0.

“… there are four inter-related areas that can be seen to

represent major aspects of digital scholarship. These are:

open access publishing, scholarly use of social networks

and digital media, open resources and MOOCs, and

network research and pedagogy.

… development can be seen largely in terms of increased

legitimacy. For institutions, this may include promotion

and tenure practices rewarding profiles of digital

scholarship or research agencies including digital

scholarship …. So far, uptake of digital scholarship has

been cautious, often held back by conservative practices

within institutions and reward structures. It is this area

that is likely to see the most significant changes over the

next five years, as more individuals adopt digital

scholarship practices.”

Digital Scholarship

1. MOOCsMassive Open Online Courses

1. Badges to accredit learningOpen framework for gaining recognition of skills and achievement

1. Learning analyticsData-driven analysis of learning activities and environment

1. Seamless learningConnecting learning across settings, technologies and activities

1. Crowd learningHarnessing the local knowledge of many people

1. Digital scholarshipScholarly practice through networked technologies

1. Geo-learningLearning in an about locations

1. Learning from gamingExploiting the power of digital games for learning

1. Maker cultureLearning by making

1. Citizen inquiryFusing inquiry-based learning and citizen activism

“the innovations described in this report are not technologies looking for an application in formal education. They are new ways of teaching, learning and assessment. If they are to succeed, they need to complement formal education, rather than trying to replace it”


Incubating Innovation

• Harness passion: individual motivation• Build on what others have done – way to join in but also

…• Be prepared to create your own approach and system• Innovate on existing objectives: reach, online,

international experience …• Be a user of the innovations not just a producer• Stay in touch – be involved• Experiment at different scales

olnet.orghttp://www.flickr.com/photos/graibeard/4082255623

Brasher et al. (2013) http://www.medev.ac.uk/oer13/128/view/

0% 5.0% 10.0% 15.0% 20.0%Crowd learning

MOOCs

Seamless

Maker culture

Badges

Learning analytics

Digital scholarship

Citizen inquiry

Geo-learning

Gaming

2014: Year of the Crowd?

Web analytics for first month of 2013 reporthttp://www.open.ac.uk/innovating

iSpot• Open citizen science• Web and mobile• 25,000 registered users• 250,000 observations• 150 wildlife organisations• Re-discovered ‘extinct’

species• Spotted UK firsts• Identified invasive species

Crowd learning

• Allows for the individual• Communities of learners

• Builds on massive

• Operates in the open

• Authentic experiment

Institute of Educational Technologywww.open.ac.uk/iet

[email protected]

@openpad

www.open.ac.uk/innovating